TY - GEN
T1 - A Systematic Review of Frameworks for Evaluating Cognitive-Social-Emotional Skills in Online Knowledge Construction
AU - Chen, Xieling
AU - Xie, Haoran
AU - Zou, Di
AU - Wang, Fu Lee
N1 - Publisher Copyright:
© 2025 IEEE.
PY - 2025
Y1 - 2025
N2 - Online knowledge construction plays a critical role in the development of students' cognitive, social, and emotional skills, particularly in collaborative learning environments. This study presents a systematic review of the coding frameworks employed to assess these skills in online collaborative learning contexts. The review identifies two sets of evaluation themes: one for cognitive skills and another for social-emotional skills. Six themes related to cognitive skill evaluation were identified: Task Understanding, Cognitive Engagement, Critical Thinking, Reflexivity, Solution Generation, and Task Regulation. Similarly, six themes related to the evaluation of social-emotional skills were highlighted: Self-Management and Regulation, Social Responsibility and Relationship Management, Collaboration & Communication, Conflict Resolution, Social Task Regulation, and Prosocial Behaviors. The findings offer valuable insights for researchers and practitioners seeking to design or refine evaluation tools aimed at assessing students' cognitive, social, and emotional development in online collaborative learning environments.
AB - Online knowledge construction plays a critical role in the development of students' cognitive, social, and emotional skills, particularly in collaborative learning environments. This study presents a systematic review of the coding frameworks employed to assess these skills in online collaborative learning contexts. The review identifies two sets of evaluation themes: one for cognitive skills and another for social-emotional skills. Six themes related to cognitive skill evaluation were identified: Task Understanding, Cognitive Engagement, Critical Thinking, Reflexivity, Solution Generation, and Task Regulation. Similarly, six themes related to the evaluation of social-emotional skills were highlighted: Self-Management and Regulation, Social Responsibility and Relationship Management, Collaboration & Communication, Conflict Resolution, Social Task Regulation, and Prosocial Behaviors. The findings offer valuable insights for researchers and practitioners seeking to design or refine evaluation tools aimed at assessing students' cognitive, social, and emotional development in online collaborative learning environments.
KW - coding frameworks
KW - knowledge construction
KW - systematic review
UR - https://www.scopus.com/pages/publications/105015750648
U2 - 10.1109/ISET65607.2025.00072
DO - 10.1109/ISET65607.2025.00072
M3 - Conference contribution
AN - SCOPUS:105015750648
T3 - Proceedings - 2025 International Symposium on Educational Technology, ISET 2025
SP - 335
EP - 339
BT - Proceedings - 2025 International Symposium on Educational Technology, ISET 2025
A2 - Chui, Kwok Tai
A2 - Jaikaeo, Chaiporn
A2 - Niramitranon, Jitti
A2 - Kaewmanee, Wattana
A2 - Ng, Kwan-Keung
A2 - Ongkunaruk, Pornthipa
T2 - 11th International Symposium on Educational Technology, ISET 2025
Y2 - 22 July 2025 through 25 July 2025
ER -